Meta-analysis is an essential methodology that allows researchers to synthesize the scientific evidence available on a given research question. Due to its wide applicability in most applied research fields, it is really important that meta-analyses be written and reported appropriately. In this paper we propose some guidelines to report the results of a meta-analysis in a scientific journal as Annals of Psychology. Concretely, the structure for reporting a meta-analysis following its different stages is detailed. In addition, some recommendations related to the usual tasks when conducting a meta-analysis are provided. A recent meta-analysis focused on the psychological field is used to illustrate the guidelines proposed. Finally, some concluding remarks are presented

Drawing from the transformational leadership theory, this study aims to translate and analyse the psychometric properties of a Spanish version of the Transformational Teaching Questionnaire (TTQ). A cohort sample of 2107 adolescents (997 males and 1110 females) from 82 secondary schools voluntarily participated in the research. In Study 1 (n = 1066), the exploratory factor analysis informed a one factor solution. In Study 2 (n = 1041), the confirmatory factor analysis showed the single-factor and the four-factor models showed satisfactory and adequate goodness of fit indices, respectively. Confirmatory factor analysis demonstrated that the four-factor structure of transformational teaching with a high second-order factor, previously found in Canadian adolescents, was replicated in this study. Internal consistency was high in all subscales and in the total scale. The expected pattern of significant relationships with other variables was supported, and evidence of measurement invariance across gender groups was obtained. This study provides evidence for the cross-cultural validation of the TTQ, a questionnaire designed to assess students' perceptions of their teachers' behaviours from the perspective of transformational leadership theory. These findings suggested that the Spanish version of TTQ would be useful for assessing transformational teaching in Spanish adolescents in physical education clases

The aim of the study was to determine the prevalence of exercise dependence and athlete burnout and their relationship between them and among demographic and sport characteristics in a sample of 449 Spanish athletes, 320 males and 129 females (Age: M = 19.71; SD = 6.62). All of them replied the Spanish versions of Exercise Dependence Scale Revised and reduced version of Athlete Burnout Questionnaire. Results of prevalence showed a risk of exercise dependence in 8.7% of the athletes, with statistically significant differences in age (greater exercise dependence was found in athletes under the age of 18 years old), not in gender, sport dedication and type of sport. Regarding burnout, measured through its three dimensions, the data of prevalence showed 4% for emotional/physical exhaustion and 4.9% for sport devaluation and reduced sense of accomplishment. Men and team-sport athletes showed a greater reduced sense of accomplishment. Men and athletes over the age of 18 also showed more sport devaluation. As for sport dedication, participants who spent less time training had higher levels of reduced sense of accomplishment, whereas those who dedicated more time had higher levels of emotional/physical exhaustion. Finally, the relationship between exercise dependence and burnout showed that all dimensions of burnout correlated positively with exercise dependence

The aim of this work was to analyze the effects of a Small Sided Games (SSG) extracurricular program based on football in the selfdetermined motivation and state of flow. The program lasted 11 weeks and 47 adolescents from Playa Ancha (Valparaiso, Chile) (15.57 ± .72 years). A quasi-experimental design pre-post test was used with a control group. In order to evaluate the motivation, the Behavioural Regulation in Exercise Questionnaire (BREQ-3) was used, and, to analyze the flow, the Flow State Scale was used (FSS). The results obtained indicated positive effects of the program on intrinsic regulation, introjected regulation, amotivation, the perception of the challenge-skill balance, the distortion of time and the autotelic experience. These data suggest that sports participation in extracurricular hours could have a positive impact on self-determined motivation and the state of flow, improving the experience of physicalsporting practice in the school context

The aim of this research was to develop an explanatory model of body mass index (BMI), health-related quality of life, and physical activity, and to analyse the effects of the physical variables on the levels of physical activity, self-esteem and health-related quality of life. A crosssectional study was conducted on a sample of 631 Spanish schoolchildren (12.5 ± 1.4 years old). They completed questionnaires on self-esteem (Rosemberg test), physical activity (PAQ-C), Mediterranean diet (KIDMED), quality of life (KIDSCREEN-27) and had their BMI and maximum oxygen uptake measured. Structural equations constituted the statistical analyses. A correlation was found between lower BMI and fewer hours of self-reported screen time which was also conducive to higher cardio-respiratory levels and greater engagement in physical activity. More physical activity and better dietary care were related generally with higher health-related quality of life and self-esteem. The model demonstrated acceptable goodness of fit. Findings of the study suggest physical activity and positive dietary behaviours should be promoted in Spanish schools as incremental improvements have the potential to concordantly improve a large range of healthful outcomes including health-related quality of life, self-esteem and BMI

Two experiments were carried out in order to compare the speed of acquisition of visual simple discriminations by pigeons depending on whether the negative stimuli could vary trial by trial (varied condition) or it was always the same stimulus (constant condition). In the first experiment, the subjects were randomly assigned to the conditions and then exposed to a go/no-go procedure in which -no-go| trials were also reinforced. Subsequently, the subjects changed from one condition to the other and were exposed to a new discrimination. In the second experiment, two discriminations were arranged in the same way as in the previous experiment, but, this time, -no-go| trials were not reinforced. In Experiment 1, the acquisition was slower in the varied condition. In Experiment 2, this effect was only observed when the subjects were exposed to the varied condition in the second discrimination. These results suggest, on one hand, that the variety of negative stimuli is an important variable to be considered. And, on the other hand, that the resulting effect on acquisition might be strongly sensitive to the kind of procedure that is used

This research explores the outcome of positive visual reframing (PVR), a single session intervention where drawn images of negative experiences and open memories were redrawn and visually reframed to form new positive narratives. The study hypothesised that PVR would lead to improvements to positive and negative affect, self-efficacy and the perceived intensity and perceived resolution of a selected negative experience. Healthy adults (n = 62) were randomly assigned to the PVR or control condition. For the experimental group, statistical significance was identified for positive affect and the perceived intensity and resolution of the negative experience immediately following the PVR activity. Self-efficacy was marginally significant. The findings highlight the potential of positive visual reframing to enhance emotional regulation when negative emotions are triggered. At two weeks‟ post-intervention, improvements were identified in both conditions. This suggests that over time, the visual and sensory exposure created by drawing a negative memory may also lead to positive gains. The study emphasises the potential of PVR to regulate emotions and defuse the intensity of negative or open memories by visually transforming a moment of peak perceptual intensity. Future studies exploring the effectiveness of positive visual reframing to shift negative emotions in clinical and non-clinical populations are recommended

Background: Resistance to change is the tendency to resist or avoid making changes; in addition, change is perceived as aversive. Resistance to change is a professional competence that can be evaluated. Objective: To adapt from the original English into Spanish the Resistance to Change Scale (RTC) by Oreg (2003) in two countries, Spain and Argentina. Method: The participants were 482 employed workers from Spain (Study 1) and 171 managers from Argentina (Study 2). Results: The results are presented in two studies and an unifactorial structure is demonstrated after exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are performed. The factor obtained has adequate reliability and evidence of validity is also confirmed if some external correlates and certain scales dealing with pro/anti-change behaviors, self-efficacy, the hardy personality and impulsivity are taken as references. Conclusions: This scale could be an ideal instrument for correctly identifying RTC and it can be used as a screening tool in combination with other instruments

Nowadays, partner violence against women is one of the main public health issues. Therefore, it has a severe impact in our health. Objectives: finding the degree of knowledge and thoughts of the specialised health care professionals, knowing the challenges they face when they have to take action as well as suggesting improvements. A transversal study was carried out at the Hospital Universitario Fundación Alcorcón, using a voluntary and anonymous survey. The data was collected in an excel file linked to the platform used to take the survey, and the statistical analysis was performed using SPSS 17 and STATA 12. The total response rate was 15%. Out of the 31.5% health care professionals that took the survey and knew about partner violence against women cases in their working environment, 24.7% said they detected them whilst working; on the other hand, 25.9% of them did not take any action as they considered they were not properly trained to act. Moreover, 82.5% of those who took the survey considered this to be a serious issue, whilst 50.9% said there was no consensus on action and 19% did not know about the action protocol. Health care professionals need training to conduct their skills in the field; they are increasingly becoming aware of this issue, they are less affected by the preconceptions that may condition their work and have more intervention tools; nevertheless, there is a need to spread action protocols

The purpose of this study was to investigate the relationship between prosocial behavior and family environment variables (attachment to the mother and father and abandonment by the mother and father), personal variables (emotional instability, aggression, and coping strategies), and variables that relate to the immediate social environment (peer acceptance and rejection). This study also examined the predictors of prosocial behavior. Prosocial behavior is a personal protective factor that encourages positive relationships between peers and promotes personal and social adjustment behaviors (Mikolajewski, Chavarria, Moltisanti, Hart & Taylor, 2014). A study with a sample of 1,447 children (50.4% male and 49.6% female) aged between 7 and 12 years (M = 9.27; SD = 1.36) was conducted. The results confirmed the positive relationships between prosocial behavior and parental attachment, functional coping, and peer acceptance. The results also confirmed the negative relationships between prosocial behavior and abandonment by the parents, emotional instability, aggression, dysfunctional coping, and peer rejection. The positive predictor variables for prosocial behavior were attachment to the mother, functional coping, and expectations of peer acceptance. The negative predictor variables for prosocial behavior were emotional instability, physical and verbal aggression, and expectations of peer rejection. The findings have educational implications, which are discussed herein